MASK MAKINGINSPIRED BY ARTSEDGE SONIA

MULLANEY
I Can Objectives:

I can understand the daily life, beliefs, and history of different

cultures/countries as reflected in different visual art forms.
I can understand how masks can be used to represent an animal,
character, mythical creature, or natural element.
I can learn why masks are made by people from different world
cultures.

Grade: 3rd

Time: 90 minutes

Michigan Standards:
Visual Art:
ART.VA.II.3.5: Create artwork that aesthetically and creatively conveys an
idea.
ART.VA.III.3.3: Highlight social trends that influence our emotional reactions
to art.
Language Arts:
CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.SL.3.4:
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Source Materials:
Video in Engagement: https://youtu.be/q2q3RiYMLpQ
Video in Engagement: https://youtu.be/f8WREmWxggU
Drawing Masks Worksheet:
https://www.pinterest.com/pin/306104105899277947/
Paper Folding Printout:
https://www.pinterest.com/pin/306104105899277975/
Handout photos of masks:
https://www.pinterest.com/pin/306104105899277913/
Handout photos of masks:
https://www.pinterest.com/pin/306104105899277992/
Handout photos of masks:
https://www.pinterest.com/pin/306104105899278016/
Handout photos of masks:
https://www.pinterest.com/pin/306104105899277969/
Handout photos of masks:
https://www.pinterest.com/pin/306104105899277971/

Handout history of masks:

https://www.pinterest.com/pin/306104105899277945/
Retrieved from: http://artsedge.kennedy-center.org/educators/lessons/gradek-2/Adjective_Monster#Standards
Teaching Materials:
2 Videos about
masks and culture
30 Drawing
Masks
worksheets
Paper Folding
Worksheet for
projector
5 Handouts of 7
copies each (1 for
each group, 1 for
projector), with

photos of various
masks for
distributing and
projector
Mask making
materials
(Construction
paper, tape, glue)
Scissors,
paintbrushes
Art supplies
(feathers, tempera

paint, pipe
cleaners, egg
cartons, paper
towel/toilet paper
rolls, colored yarn
Paper for writing
prompts
Computer(s)
Projector
Writing utensils

Engagement 15
Part One:
Watch two short videos about masks and the history/culture of
masks. Tell students that they are going to learn about the historical context
of masks.
Internal Assessment: Discuss masks. Use the following questions as
prompts:
a. Write MASK on the board.
b. What is a mask?
c. Why would you wear one?
d. Why do you think other people wear masks?
e. Where do you think masks came from and why?
f. What does a mask represent?
g. What interests you about a mask?
h. Have you made a mask before?
i. If so, why did you make one?
j. What do you think you can learn from a mask?
Discuss students' answers and clarify and explain any concepts that the
students do not understand.
Grouping: whole group
discussion

Time: 8 minutes

Type: audio/visual and

Part Two:
Discuss the video. Ask the students to share examples from the video how
culture and emotion are portrayed in masks. Have students share some
thoughts and ideas on masks. Students will continue to add ideas and
thoughts throughout the remainder of the lesson.
Informal Assessment:
a. What are some examples of characters and emotions represented
through masks?
b. Have you ever seen a mask? What were some of the items you liked
about it?
Grouping: Individual and whole group
discussion and visual

Time: 7 minutes

Type:

Building Knowledge 20
Part One:

Investigate the history of masks: Divide the class into small groups (6
groups of 5 students). Provide each group with the History of Masks
handout.
Talk about the historical context of masks and how they reflect culture.
Introduce students to the idea that people in every culture in the world
throughout history have made masks and people continue to make them
today.
Ask why masks might appeal to people (they have the power to transform
an ordinary human being into something elseanother person, animal,
mythical creature, force of nature, or even an idea).
Discuss what a mask looks like:
Show students examples of masks from different cultures and time periods
Egyptian mummy masks, Greek comedy and tragedy masks, Aztec masks,
African ceremonial masks, Mardi Gras masks.
Post the examples of Photos of Masks on the overhead projector. Then
have the students pass around visual arts worksheets. Then review each
students vision for their mask while photos are placed on the projector for
viewing.
Internal Assessment:
a. Do you understand how culture will be represented in your mask?
b. Why do masks appeal to people?
c. How is this mask going to transform you?

Grouping: small groups

visual

Time: 10 minutes

Type: discussion and

Part Two:
Ask students to think of what colors, shapes and/or emotions will be
represented in their mask:
Distribute Drawing Mask Worksheet and have the students sketch some
ideas about their masks. Allow groups time to sketch their ideas.
Have the students visualize what character and/or feeling they would like
to represent in a mask. This can also include different pictures of shapes and
ideas that interest them.
Provide groups with a printout of Paper Folding. Then review each
students vision for their mask while photos are placed on the projector for
viewing.

Internal Assessment:
d. What colors and shapes do you want represented in your mask?
e. What culture and art form would you like to represent in your mask?
f. Can you describe some details about your characters emotions?
Grouping: whole/small group
recitation/discussion and writing

Time: 10 minutes

Type:

Explore 30
Part One:

In their small groups, gather resources for mask: Have students

gather and sort the materials for their masks. Students will use their
Drawing Mask worksheet and other Photos of Masks handouts for
reference.
Brainstorm ideas for the mask: Using the worksheets, have the students
piece together some ideas of mask, colors, and design. Teacher should
check in with each group as they are working on the steps within the
worksheets.
Internal Assessment:
a. How did you decide what to put in your mask?
b. Why did you choose to do it this way?
c. How did you choose your emotion of the character?
d. Who were your characters and why?
e. What is your favorite part of your represented culture?

Grouping: small groups

visual

Time: 10 minutes

Type: discussion and

Part Two:
Brainstorm and create: Once groups have approval from the teacher on
the mask they are creating and everything is collected from part one, they
may start to construct their masks. Students can sketch or outline their
design on the mask before they begin cutting, painting or attaching objects.
Make the mask: Allow students time to make their masks.
Internal Assessment:
a. Did everyone participate in the mask making?
b. How did you decide on the materials you used?
c. Did you make any changes from your original design?
d. How did your mask making go?
Grouping: small group
drawing/cutting/gluing

Time: 20 minutes

Type:

Sharing 20
Present masks: Have each group present a brief description of their mask
and present their masks to the class.
After each group is finished, discuss the following questions with
the class:
a. What culture was represented in your mask?
b. What was the main emotion(s) in your mask?
c. What parts of the mask-making allowed you to understand how this
relates to different cultures?
Have students individually respond in their journals to the questions
below:
a. Why is it important to understand different cultures and their
traditions?
b. What can I do to reflect the emotions that are important to me?
c. What types of traditions does my culture have?
d. What impact do masks have on some communities?
e. How did my groups presentation reflect the overall experience of
making a mask?
Grouping: whole group
discussion/feedback

Time: 10 minutes

Type:

Evaluation and Closure 5

After students have finished with their journals: After the students
have finished, divide the class into pairs and ask them to share their
responses to the writing prompts.
Have students reflect on their experience with another culture. Have
them ask their parents or caregivers about masks and cultures. If possible,
look up information on how masks are a reflection of tradition and culture on
various websites.

After the Lesson Students Could:

Explain how tradition and culture is represented through a mask

o Know how to make a mask
o Translate their emotion into visual art
Write a poem about their mask
o Including emotion
o Including tradition and culture
Participate in small-group and whole-class discussions
Respond to writing prompts
Improvise a day in the life dance of their mask
Create a gallery of their masks

Notes:

Retrieved from: http://artsedge.kennedycenter.org/educators/lessons/grade-k-2/Adjective_Monster#Standards

Photos of various cultural masks
Cultural mask videos and the teachers guide for the video
Be comfortable with teaching tradition/culture in the classroom

Vocabulary:

Mask
Culture
Animal
Character

Mythical Creature
Natural Element
Emotion
Art